This course is one 45-minute session.
- To understand how war disrupts the normal supports of life
- To become aware of the scope of humanitarian action needed to reduce and prevent the suffering caused by armed conflict
- Armed conflict results in tremendous losses in terms of resources and disrupts the normal supports of life.
- The task of repairing the normal supports of life requires the joint action of numerous humanitarian agencies.
In the Methodology Guide, review teaching methods 1 (Discussion), 2 (Brainstorming), 6 (Using stories, photos, videos), 7 (Writing and reflecting) and 9 (Small groups).
If possible, view the relevant chapter of the training film for teachers (Module 5).
Needs that result from armed conflict | 15 minutes (small groups)
Each learner should choose a photograph from “Photo collage 2A” and make a list of the needs that they think the people who lived through the situation in that photograph would have.
In small groups, have learners discuss the pictures they chose:
Ask them to note not only highly visible damage, such as destroyed buildings, but other types of damage too, such as damage to utilities, to personal belongings, death and separation of family members, and loss of community services.
Reconvene the whole group to compile a list of the resources destroyed because of armed conflict. Then have students list the needs people have as a consequence.
Responding to Needs | 15-20 minutes (small groups)
In humanitarian action, many organizations cooperate to respond to victims with such needs. Besides the ICRC, many other groups are active: For example, different UN organizations such as UNICEF, UNHCR and the World Food Programme; International NGOs such as Mdecins sans frontires (MSF), Human Rights Watch, Save the Children and Handicap International; local organizations.
Use “Affected by armed conflict Afghanistan 1999″ to focus on the variety of activities that must be organized to respond to the many needs that arise as a result of armed conflict. Present the situation in Afghanistan in 1999.
Ask learners to imagine the consequences for the people.
Then have each small group brainstorm ideas for specific humanitarian activities for one of the categories of programmes. (5 minutes) [Use an example from the "Sample of ICRC activities in Afghanistan, 1999", if necessary, to help learners get started.]
Reconvene to share ideas.
Close–What is it like? | 15min
Humanitarian action is not, however, about the workers but about the people whose lives have been torn apart by armed conflict. Present the video (and transcript) “Forced from home”, in which Medin and Damir (age 12 and 13) tell what it was like to flee from home; and Saba, a 30- year-old mother of three, tells of her journey to a refugee camp.
Discuss the effect of war on their lives and the needs that have resulted.